AcademCraft, Volume 1, 2024
by Liska Luh De, Lasmawan I Wayan, Suharta I Gusti Putu (Program Studi Ilmu Pendidikan, Universitas Pendidikan Ganesha, Indonesia)
The curriculum is a reference and a forum for achieving educational goals. Kurikulum Merdeka focuses on student-centered. Educators are expected to act as mediators, facilitators, and motivators who can improve the quality and quantity of students to achieve maximum results. This research was conducted to analyze the application of the independent learning curriculum in Senior High Schools (SMA) using a qualitative approach which is described descriptively through library research. The data in this study comes from articles, books, and previous research that is in line with the topic of discussion. The results of the study indicate the existence of curriculum development that is tailored to the needs of the times and focuses more on the needs of students and is oriented towards the Pancasila Student Profile Project. The implementation of the independent learning curriculum has a positive impact in developing potential and improving the quality of education in Indonesia.
Quality education as a reference to develop the quality of human resources by prioritizing achievements in advancing the nation, educating and developing human potential. Furthermore, Ihsan (2016: 110) stated that education is a system consisting of goals, objectives, and components of education that function mutually, these components include educational objectives, curriculum, educators, learners, facilities, and others. According to Law No. 20 of 2003 concerning the National Education System states that education is a conscious and planned effort to create an environment and learning process that allows students to actively increase their potential to have spiritual abilities, noble morals, personality, self-control, intelligence, and skills needed for themselves, society, nation, and state.
Quality education as a reference to develop the quality of human resources by prioritizing achievements in advancing the nation, educating and developing human potential. Furthermore, Ihsan (2016: 110) stated that education is a system consisting of goals, objectives, and components of education that function mutually, these components include educational objectives, learners, educators, curriculum, facilities, and others. Regarding the National Education System in Law No. 20 of 2003 explained that "Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state."
The curriculum becomes an important component in achieving educational goals by referring to systematically prepared plans related to student learning activities, appropriate learning methods, and assessment rubrics for student progress. In addition, Trump and Miller (in Anshari, 2014) state that the curriculum includes such things as teaching and learning methods, student evaluation techniques, changes to educators, guidance and counseling, supervision and administration, the program as a whole, as well as structural issues such as time, space, and determining subjects. The curriculum can be used as a direction and structure for educators and students in learning activities, so that they are in harmony with the material taught and in accordance with needs. The curriculum is able to set clear learning standards for ensure that all students receive the same education.
An independent curriculum can improve the standard of education in Indonesia with several opportunities to participate in extracurricular activities whose teaching materials are more appropriate and give time to students to explore ideas, innovative thinking, emphasize autonomy, and develop competencies. The initial concept of freedom of learning is that there are actions characterized by freedom while still exploring learning accompanied by restrictions, criticism, and not diluting noble and moral values for education providers (Chaniago, 2022). The independent curriculum is designed to be more adaptive by concentrating on essential material, developing the character and abilities of students. The characteristics of this curriculum as a learning system update are:
- Project-based learning to develop skills and personalities that are in accordance with the profile of Pancasila learners;
- Focusing on essential materials, so that they can explore lessons about basic competencies (Septiani, et al. 2022).
The independent curriculum contributes to the formation of skills that students naturally have which begins at the beginning of learning, this is because the curriculum
Merdeka has the ability to determine students' talents and interests. Thus, an independent curriculum can serve as a successor to students' talents and interests. However, to achieve common goals between educators and students, there needs to be supporters when doing so (Sari, et al. 2022). The independent curriculum focuses on character learning based on the Strengthening the Profile of Pancasila Students (P5) Project to realize a generation of character and excellence guided by the noble values of Pancasila. Students have the freedom to think critically and learn from various sources, so that it can help students to find new information, add insight into experience, and solve real problems.
The learning categories contained in the independent curriculum include: 1) intracurricular learning by adjusting to the needs of students, (2) co-curricular learning that focuses on a deeper understanding of teaching material in intracurricular activities in the classroom. (3) extracurricular learning tailored to the talents, personalities, and interests of students contained in the educational unit (Inayati, 2022). The implementation of the independent curriculum is applied to Early Childhood Education (PAUD), Basic Education, and Secondary Education. The implementation of an independent curriculum can respond to these policies at the level of educational institutions. Therefore, school preparation in the implementation of this curriculum change must consider two fundamental aspects, namely human resources or professional teachers and accompanied by school facilitation with adequate infrastructure (Puspitasari, et al. 2018).
The research that has been conducted by Iwan Ramadhan (2023) is entitled "Curriculum Migration: 2013 Curriculum Towards an Independent Curriculum at Kapuas Pontianak Private High School". The results showed that the independent curriculum has been implemented in class X of Private High School in Pontianak, among the most visible changes are increased student activeness and participation in project activities, dominance of project activities, student appreciation of works, and having more freedom to express students' interests and talents in project-shaped assignments. Then, a similar study was conducted by Hasrida Hutabarat (2022), namely "Analysis of the Application of the Independent Learning Curriculum at SMA Negeri Sekota Padangsidimpuan". This study states that the implementation of the independent learning curriculum has been fully implemented at SMA Negeri Sekota Padangsidimpuan using questionnaires and interviews. The School Examination has been changed to School Assessment. Teachers can freely develop and choose the RPP format that suits the situation and conditions effectively and efficiently. Meanwhile, the admission of new students at SMA Negeri Sekota Padangsidimpuan has been carried out well and in accordance with the procedures in the independent learning curriculum.
This study aims to analyze the application of the independent learning curriculum in several high schools in Indonesia. In addition, this study will also explain the implementation of the independent learning curriculum carried out in these schools. Through in-depth analysis, this study will describe the benefits of implementing the independent learning curriculum in improving the quality of learning at the senior high school level. The independent learning curriculum policy will also be explained based on previous studies that have been conducted. Thus, this article is expected to provide a more comprehensive understanding of the application of the independent learning curriculum and its contribution to learning at the high school level in Indonesia.
This study uses descriptive qualitative research methods based on theory and analysis to describe an overview related to the research background and as material to present the results and discussion. Qualitative research is carried out in natural conditions, so that researchers do not provide any treatment that can affect the science of the object under study (Sugiyono, 2021). There are five characteristics of qualitative research according to Salim and Haidir (2019: 28), including: using data sources based on the natural environment, being descriptive analytical, emphasizing the research process, inductively, and prioritizing meaning.
Descriptive research aims to describe, explain, or explain systematically and in detail related to the object under study. In this study, the descriptive method used is a literature study by observing and understanding various reading sources or literature related to the problem topic. Literature can be in the form of articles, books, or writings from previous researchers that become references and guidelines in supporting the continuity of research. The purpose of this literature research, as revealed by Kartini Kartono (in Sari, 2019), is to collect data and information using various sources available in the library. The results of this research can be used as a basis and main source for research in the field. Literature study research whose data sources come from various sources relevant to the topic discussed, namely Analysis of the Application of the Independent Learning Curriculum at the High School Level.
The implementation of the Merdeka Curriculum gradually continues to be applied to every education unit throughout Indonesia. Starting from the basic level of early childhood education units, elementary schools, junior high schools, high schools to higher college levels. Implementation is based on the readiness of each education unit. All aspects of this form of readiness are part of education management such as infrastructure, education costs, education management, curriculum and various other types of components. Collaboration from education governance can determine whether or not the implementation of the independent curriculum can be implemented. If there is good and open cooperation between school communities, it will provide great opportunities for education units to produce more effective education.
The independent curriculum is a development and policy issued by the Ministry of Education and Culture and Technology of Higher Education to improve and even restore learning from the crisis experienced so far. This policy is a step to build quality Human Resources based on the Pancasila profile. The curriculum contains a variety of appropriate models and methods that are tailored to the needs of students so that they can achieve the expected competencies and goals, namely freedom of learning. The characteristics of the independent curriculum (Romaulina, et al) in the independent curriculum:
Teachers have a breadth in choosing teaching devices related to the learning taught and can be adjusted according to student needs, not teacher needs. Moreover, teachers also play a role in making projects, especially those related to the Pancasila student profile. The existence of teachers as teachers must indeed be free to find and apply learning according to the circumstances of students and while still paying attention to concepts based on the pancasila profile. The existence of this breadth leads teachers to find the concept of delivering learning effectively. In addition to making it easier for teachers, this also affects student acceptance of learning materials that seem more fun.
In this case, schools must be able to take action to help teachers achieve good results with the help of facilities and infrastructure, so that curriculum implementation can be implemented. One of the roles taken by the school is to assist teachers to conduct training related to the curriculum. This is a real practice in the field as one of the supports for the successful implementation of the independent curriculum.
The great contribution of implementing this curriculum is the human resources of teachers. Teachers become a part that must continue to be organized and improved their potential regularly. Because there is a basis, not all teachers under one roof education unit are trained and have the same potential. Moreover, this independent curriculum requires teachers who are able to master technology that is tailored to the needs of students and the needs of the times. Therefore, the role of schools is always needed in helping the development and training of educators to produce qualified and professional educators.
Stages of Implementation of the Independent Curriculum Implementation of the Ministry of Education and Culture of the Republic of Indonesia through the Director General of Teachers and Education Personnel (Dirjen GTK), Dr. Iwan Syahril, Ph.D said, regarding the choice of implementing an independent curriculum, to help realize an independent curriculum in each educational unit, the Ministry of Education and Culture has provided three paths taken. The implementation of the three pathways is adjusted to the readiness of the conditions and situations of each school, the three paths in question are:
- Mandiri Belajar, In the independent learning section, flexibility will be given for schools when implementing an independent curriculum. That is, schools are free to learn independently to apply adjusting learning according to the needs of students applied at the level of their respective educational units;
- In the second stage, education managers in their respective units are given the opportunity to implement an independent curriculum by utilizing available teaching tools;
- Mandiri Berbagi, Finally, schools have the authority to develop and manage teaching tools freely in the application of the independent curriculum in each educational unit.
Curriculum development cannot succeed when viewed only in one side. Not only developers, but actors are also determinants of the success or failure of a curriculum to be implemented. Kemendikbudristek provides opportunities for schools to help realize higher quality education by providing opportunities to change the curriculum and develop it according to needs. The three stages above are good opportunities for schools and all those involved in developing and accepting new changes to support varied learning.
The benefits of implementing curriculum from various circles can be felt. Various kinds of benefits that can be felt starting from school principals, teachers, parents, and local and local governments can collaborate in finding good and efficient solutions to quickly solve problems in facing the conditions and challenges faced by each education unit in the region. This aims and is beneficial for improving the quality of the student learning process. In addition to collaboration, school principals, teachers, parents and local or local governments have direct responsibility for school education management in their respective regions. No exception for students, the independent curriculum can be used as a place to grow various potentials in accordance with their interests and talents through school education units.
The series of concepts that are used as guidelines and references for the implementation of Merdeka Belajar at the level of high school education units, are based on the development of the previous curriculum. This option requires a curriculum with attention to the competence of learners for learning recovery. In its implementation, several policy bases were found for the implementation of the independent curriculum. In the smart class blog, we found the policy of independent learning episodes one and three. The policy consists of:
- The National Standardized School Examination (USBN) changed to School Assessment. This change is intended with the aim of returning the assessment to the school and given full responsibility for the assessment of each student who of course pays attention to applicable standards and processes;
- The National Examination (UN) was changed to Minimum Competency Assessment and Character Survey (AKM-SK). Changes in UN policy, which were replaced with AKM-SK, were considered more relevant to the concept of education applied to the independent curriculum. While the UN instrument is essentially used as a tool to evaluate the achievements of the national education system, so that it does not pay too much attention to student achievement and character;
- The preparation of lesson plans is tailored to the needs of students, not the needs of teachers. The preparation of RPP in the independent curriculum is carried out effectively and efficiently and student-oriented without forgetting the applicable objectives, learning methods and assessment methods;
- Zoning PPDB is enforced. The purpose of legitimizing this is to guarantee the right of every child to education without being hindered by social status. This is also considered good so that there is no quality gap between schools. Based on the regulation of the Minister of Education and Culture No. 44 of 2009, the rules regarding PPDB Zoning are following the following scheme: Zoning path with a minimum weight of 50%, Affirmation path of at least 15%, Transfer path of 5%, The remaining quota can be opened for achievement paths in both academic and non-academic fields;
- BOS Fund (School Operational Assistance). The BOS Fund is a right managed by each education unit. The funds are used flexibly to support the interests of the school and the welfare of the school's honorary educators. In addition to these policies, the basic things in implementing the independent curriculum at the high school level, namely the Independent Curriculum, add to the learning section by developing the profile of Pancasila Students in students. In this development, there are intended competencies, namely in Learning Outcomes (CP) which have been prepared at each certain stage. For high school level, there are 2 stages, namely Stage E (equivalent to high school level grade X) and Stage F (equivalent to high school level grade XI). Learning at the high school level leads to strengthening differentiated learning models that are in accordance with student achievements. While the assessment stage requires an assessment system that is in accordance with the level of student achievement based on the development component of loading the Pancasila student profile.
The implementation of the independent curriculum brings a million benefits for Indonesian education to progress, change, develop and compete globally by utilizing local wisdom and developing the profile of Pancasila students as a basis. The development of an independent curriculum also involves various parties in it, both from the Ministry of Education and Culture, schools, parents, teachers and students. The independent curriculum is one of the efforts made by the government to improve the quality of education in Indonesia. Curriculum development is tailored to the needs of the times which focuses more on the needs of students. The needs of students cannot be separated from the education profile of Pancasila as a basis and reference in realizing students who are intelligent, and have character in accordance with the ideals of the nation.
The implementation of the independent curriculum can be benefited. In the education unit, the implementation of this curriculum makes it easier for the school community, or leaders to produce quality education. All of these things are easily obtained if there is collaboration or cooperation in the management of education in each school. The implementation of the curriculum at the high school level has several policy points such as the National Examination has been replaced with an Assessment by the school itself. Assessment Assessment is also based on student character, in this case related to pancasila profile education developed in the curriculum. The preparation of RPP is more oriented towards student learning. The implementation of zoning lines so that there is no quality gap between schools, and flexibility of school operational funds for school needs and the welfare of honorary teachers.
Original paper, i.e. Figures, Tables, References, and Authors' Contacts available at http://ivolgapress.com/journals/academ-craft/vol_01_article_05.pdf